My teaching philosophy


 Before sharing my teaching values I would like to define my image of a child, parent and teacher as they influence my values.

What is a child?
Children are curious explorers who are naturally motivated and extremely capable and competent. They are creative problem solvers, totally unique with individual needs and ways of communicating. They have rights and their own voice that is to be respected at all times.

What is a parent?
As a primary carer, parents support and guide their child through life. They love, nurture and protect them, taking great pride in their achievements. They are also important life educators that collaborate with others to promote positive learning experiences.

What is a teacher?
Teachers encourage children, support them and listen to their ideas and points of view. A teacher is open-minded to different cultures and each child’s individual needs. They engage the children based on the children’s interests and enjoy learning with them. A teacher observes the children and shares their findings as a means to promote further learning.

My values:

Early childhood is unique – it is valued as a unique developmental period and foundational to children’s future learning and development.
Children learn through play – a play-based approach to learning where children’s interests and ideas guide their own learning is essential.
Children are viewed positively – they are capable and competent learners who already know many things.
Learning is collaborative – children are involved in their own learning along with family and colleagues; learning is a shared collaborative journey.
Reflective practice is essential – on-going documentation is used to reflect on each child’s learning and made visible to parents, staff and the children.
Children’s emotional wellbeing is foundational – strong relationships promote warmth and support to each child’s individual social, emotional and spiritual needs.
Quality environments promote quality learning – a stimulating and engaging environment is essential, high quality open-ended resources and experiences promote children’s play and learning.
Diversity promotes respect – a diversity rich environment caters to everyone in the community, enriching and engaging the respect of all children and families.
Outdoor play is learning too –time outdoors promotes physical and mental growth and is part of everyday learning practice.


Sensory Play



Facilitating children’s exploration of sensory capabilities and dispositions leads to children taking increasing responsibility for their own health and physical wellbeing (Outcome 3, VEYLDF). Sensory play exploring natural and built environments also guides children to resource their own learning (Outcome 4).

Blocks and Loose Materials in Outdoor Play


A City Skyscraper

 Providing lots of loose construction materials helps to build strong communicators as they contribute their ideas and experiences in play. They begin to draw on their own experiences in constructing meaning: Conner said ‘work safe, you have to have a helmet on!”. Out door play allows children to explore the changes, smells, colours and textures of the natural environment and it provides memories of play that will last a lifetime. 

An Ice Cream Shop

Science and technology in Early Childhood





Using a pulley to make a farm                                           Aki trying to get ‘the strawberries’ out of the ice

Science and technology can be implemented in early childhood in many interesting ways and helps to develop a range of skills such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (Outcome 4, VEYLDF).


Will was amazed to open up the answering machine and see all the inner workings

What would you like sir?


Child: Anton and Jack           Date: 25/10/11                        Observer: Catherine


I set up a café/shop corner, with a coffee machine, cash register, and café accessories. They were also given clipboards and paper.

 Observation: ‘What would you like sir?’

 Anton really wanted to be the waiter and convinced Jack to swap and be the cook. Jack had already sat down and wrote out a menu. Anton really enjoyed explaining the menu and noting down on his clipboard what you wanted.

‘What would you like sir?’, he asked Benji

‘Potatoes and tomatoes’, Benji replied

‘I’ll take your order and tell the chef what you want’, said Anton.


It was really positive how both the boys and the girls were drawn to this corner and explored happily together. They were quickly engaged in different role plays and enthusiastically negotiated their personal ideas and desires in a positive fashion. The level of communication in this corner was really inspiring in both their verbal understanding of their own personal experiences eating out and also in their enthusiasm for the written component of writing menus and taking orders as seen in these photos:

 What next:

We decided to immediately extend on the literacy component seen in this learning experience and while the children were outside set up a menu writing extension. We put out coloured paper and pens along with food catalogue cut outs. The children enjoyed the cutting, pasting and assembling of the menus and in particular communicating with the teachers about what they wanted to eat off the menus.

Steam Sand



 Child: Ari, Harrison, Bailey, William, Tom               Date: 24/10/11            Observer: Catherine


The boys were playing in the sand pit and using a number of tools in their play.

 Observation: “Steam sand!’

 Ari found a box of tools and called out ‘let’s fix things!’  They ran off  to the sand pit with the tools. They then mixed up ‘poisonous cement’ in the wheelbarrow. Harrison, Bailey, William and Tom collected ‘worms and snails’ (tanbark) and made ‘steam sand’ by mixing all the ingredients together.


The finding on the tool box sparked a whirlwind of activity. They were all quickly engaged in co-operative play and communicating some amazing ingredients into their concoction. The boys really enjoyed manipulating the tools, cooking utensils and shovels. A big part of this play was the communicating and negotiating what should go into the mixture, a great example of emergent language and social skills.

 What next:

Setting up a gadget box, with tools, old machines and different hardware materials to be explored by the children.

Curriculum Vitae


Name:                  Catherine Boucher



  • 2008 – 2009 Point of sale co-ordinator Coles Fitzroy

Assisting store manager in administrative duties

In charge of ticketing, in store marketing and promotional material

  • 2002 – 2008 English Language Teacher, France, Gutenberg Language School

Preparing, executing and reflecting on individual and group classes

Administration and documentation duties

  • 2000 – 2001 Recruitment Coordinator, London, Complinet Ltd.

Responsible for posting online recruitment positions

Assisting Sponsorship Manger, compiling statistics and designing client emails


  • Graduate Diploma in Early Childhood Teaching (2011)

Royal Melbourne Institute of Technology

  • Bachelor of Visual Arts (2009)

Monash University


  • Victorian Drivers License – current
  • Working with Children Check -2010
  • Fluent French
  • Early Childhood Australia – member
  • Brunswick Kindergarten parent committee – member


Pam Roberts – Director Doris Blackburn Kindergarten 93861337

Catherine Hingley – Director Brunswick Kindergarten 93808948

Daniel Bauer – Director Gutenberg Language School +33388232942

Personal Interests:

My 2 children, arts and crafts, French language and culture, swimming and reading